Attendees:   Diane Bello, Kathy Bratby, Donna DiDonato, Arlene Feldman, Sarah Fuller, Rick Gatteau, Jeff Ge, Kane Gillespie, Norm Goodman, Adam Kent, Anne Moyer, Scott Sutherland.

Special Guests:  ACE committee:  Irene Marchegiani, Nick Rzhevsky, Madeline Turan;  Assistant Provost of Admissions & Financial Aid:  Matt Whelan.

The minutes of the February 15, 2011 meeting were reviewed and approved with minor corrections.

The meeting focused on a review and update of the ACE program. (See Link Below for chart and courses)

The ACE committee presented a report (dated February 13, 2011) that summarized current collaboration efforts with local Long Island high schools, including course offerings and overall student participation.  Currently, Stony Brook is collaborating with Half Hollow Hills East & West, Smithtown High School East & West, and Ward Melville High School in teaching some college-level language and math courses.

The ACE committee discussed the issue of quality control, indicating they had several meetings with the chairs and teachers in the schools involved.  They provided a copy of the Stony Brook curriculum, syllabus, and list of restricted book choices to each teacher.  Many of the teachers involved are graduates of Stony Brook’s own language programs.

The ACE committee visited almost all classes and stated that the high school teachers are very committed and “doing a really good job”.  One advantage of the ACE program is that the high schools have contact hours with students every day (versus two or three days a week in Stony Brook courses). 

Scott Sutherland discussed his involvement with Ward Melville High School’s instruction of MAT 307 & 308.  He shared that the Ward Melville and Stony Brook courses covered all of the same material.  Scott provided the teacher with materials and the syllabus and met with him during the semester.  Tests were adapted to suit the timeframe of the high school schedule.

The ACE committee discussed their interest in expanding the program and that many Long Island districts have contacted them to become involved.  Norm Goodman asked the group to talk about any problems they foresee in expanding the program and how to decide what courses to expand.  He stated that the ACE report shows the successes, but there should be a record of the issues and problems too.
The ACE committee shared that they have received requests to expand German and Latin in the existing schools, and requests to be in several other districts.

The Council discussed the possible impact of the University of Albany’s closure of some of its language departments, given that the institution had partnerships in many Long Island high schools and offered college credit.

The Council raised the issue of limited resources and asked what we want to invest in this program.  Scott Sutherland noted that we need to ensure quality by having Stony Brook faculty involved.   
Sarah Fuller noted that we should have a record of the time spent supervising high school teachers and determine how many more schools could be reasonably handled. 

Kane Gillespie inquired about the impact of student involvement in this program on our Stony Brook enrollment.  Matt Whelan indicated that Stony Brook’s yield rate for students involved is about 42% (compared with 24% for other admitted students.)

Norm Goodman suggested the ACE committee put together a proposal on expanding the program, indicating what they want to do in the next year and identifying needed resources.  The ACE committee stated they would do so.

The meeting adjourned at 3:30 p.m.

Respectfully submitted,
Rick Gatteau

Accelerated College Education Progra
ACE Courses

Department of European Languages, Literatures, and Cultures

To: Scott Sutherland, Undergraduate Council
From: Nicholas Rzhevsky, Irene Marchegiani, Madeline Turan
Subject: Status of ACE program
Date: March 8, 2011

Following our report of February 11 and the Undergraduate Council meeting on March 2, 2011, we include a detailed description of anticipated resources needed to continue and to expand the current ACE program.

Current ACE Schools and Languages
Half Hollow Hills:                      Italian                                      
Smithtown:                               French and Italian
Three Village:                           French

Expansions Expected in Current ACE Schools
Half Hollow Hills:                      Lower Level Italian Classes                                         
Smithtown:                               German                       
Three Village:                           Italian

Current Languages

Expected Languages to Add

Schools and Districts Interested in ACE courses
Central Islip High School
North Babylon
Rocky Point
Sachem East and North High Schools

*indicates districts where grant money might provide aid for course payment

Needed Resources for Expansion

Estimates per school
Organizational Responsibilities

  • Initial meetings with Chair and/or teachers (includes discussion of courses)
  • Evaluation of materials submitted from schools (syllabi and resumes)
  • initial contact with school after acceptance
  • Group Semester meetings with teachers

These duties could follow under general administrative and organizational duties of each professor.
However, a total of approximately five (5) hours may be required for the above-specified activity for each faculty member.

Additional Time Required for School Visits

It is expected that each classroom visit may require two (2) hours.
ELLC is committed to allocating funds generated by the ACE program to its expansion and sustainability.
The Chair will realign faculty teaching obligations to meet the needs of the ACE program.

Using the teaching preparation program as a model, it can be considered that a total of twenty (20)  classroom visits can be considered equivalent to three (3) credits of teaching.
Currently in the department there are three faculty members who can assume the duty of supervising and observing ACE courses.
This would allow a total of sixty (60) course/class visits per year with the current faculty.


1.  schedule meetings on Conference days
2.  review teacher modifications of courses
3.  collect final exams early in spring semester
4.  create internal evaluation tool to track coursework in the schools


Registration and program planning has already begun in high schools, and ELLC requests the Council’s permission to begin prompt implementation of additional course offerings.